School Readiness Thesis by Giraldyne D. Semaña

SCHOOL READINESS OF THE PRESCHOOL PUPILS OF ST. IGNATIUS LEARNING CENTER, XAVIER HEIGHTS CAGAYAN DE ORO CITY FOR SCHOOL YEAR 2010-2011

A Junior Thesis Presented to the Faculty of The School of Education Xavier University (Ateneo de Cagayan) Cagayan de Oro City

In Partial Fulfillment Of the Requirements of the subjects ECP 32: Directed Study in Early Childhood Education

By Berro, Kristyle V. Semaña, Giraldyne D. Tomboc, May Rose F.

November 27, 2010

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APPROVAL SHEET

This junior thesis entitled: “SCHOOL READINESS OF THE PRESCHOOL PUPILS IN ST. IGNATIUS LEARNING CENTER, XAVIER HEIGHTS CAGAYAN DE ORO CITY FOR SCHOOL YEAR 2010-2011” prepared and submitted by Kristyle V. Berro and Giraldyne D. Semaña and May Rose F. Tomboc in partial fulfillment of the requirements for the subject ECP 32: Directed Study in Early Chil Childh dhoo ood d Educ Educat atio ion, n, has has been been exam examin ined ed and and is reco recomm mmen end d for for Oral Oral Examination MYRNA T. MIÑOZA, M.A Adviser

Accepted and approved in partial fulfillment of the requirements for the subject ECP 32: Directed Study in Early Childhood Education

Lourdes G. Tolod, PhD Dean, School of Education















TABLE OF CONTENTS

Page APPROVAL SHEET

ii

TABLE OF CONTENTS

iii

CHAPTER

I

THE PROBLEM

Introduction

1

Conceptual Framework

4

Schematic Diagram

5

Statement of the Problem

6

Significance of the Study

6

Scope and Delimitation of the Study

7

Definition of Terms

7

II

REVIEW OF RELATED LITERATURE

III

RESEARCH METHODOLOGY

IV

Research Design

15

Research Setting

15

Respondents and Sampling Procedure

16

Data Gathering Procedures

17

Statistical Instrument

17

Scoring Procedure

18

DATA DATA ANAL ANALYS YSIS IS AND INTE INTERP RPRE RETA TATI TION ON OF DAT DATA A

The Profile of Responses in General

19

Interpretation of Data

21















Conclusions

31

Recommendations

32

BIBLIOGRAPHY APPENDICES

A

LETTER OF APPROVAL

B

INTERVIEW SHEET

C

SCHOOL READINESS OBSERVATION LOG

D

NARRATIVE REPORT

E

CURRICULUM VITAE















Chapter 1 THE PROBLEM

Introduction

St. Ignatius Learning Center, preschool children range from four to six years old is at the stage of school readiness. When the new school year starts most children may have the experiences of adjustment in the school especially in the the envi enviro ronme nment nt.. Thes These e adju adjust stme ment ntss may may take take the the effe effect ct upon upon the the schoo schooll readiness of children. School readiness is referred to children when they are able to be ready to go to school. school. In discussions discussions of preschool preschool programs, school readiness is a major topic of debate. Raising entrance ages for admittance to kindergarten is based on the reasoning that many children are not ready, and teachers have difficulty in teaching them. For most parents, readiness means that their children have the knowledge and abilities necessary for success in preschool and for getting ready for the kindergarten. Kindergarten teachers believe that there are important factors for kindergarten readiness. According to Morrison, these factors are: (1) physically healthy, rested, and well nourished, (2) able to finish task, (3) can count to twenty or more, (4) takes turns and shares, (5) has good problem-solving skills, (6) is















2 enthusiastic enthusiastic and curious in approaching approaching new activities, (7) is able to use pencils and paintbrushes, (8) is not disruptive of the class, (9) knows the English language, (10) is sensitive to other children’s feelings, (11) sits still and pays attention, (12) knows the letters of the alphabet, (13) can follow directions, (15) identi identifie fiess primar primaryy colors colors and basic basic shapes, shapes, and (16) (16) commun communica icates tes needs, needs, wants, and thoughts verbally in child’s primary language. Tan also suggested that a child’s readiness to begin schooling has a difference between in readiness to learn and readiness to go to school. Tan also noted the developmental pediatricians’ description of readiness for learning as: (1) the level of development when the child is more receptive to learning specific materials, (2) the age at which an individual has this specified capacity, and (3) readiness to learn, however, may not guarantee readiness to go to school. Tan stat stated ed that that read readine iness ss for for schoo schooll means means a stand standar ard d of phys physic ical al,, inte intellllect ectua ual,l, and and soci social al devel developm opment ent that that enabl enables es the the chil child d to fulf fulfililll schoo schooll requirements and to assimilate school conventions. Although there are no hard and fast rules, developmental pediatricians have formed some simple guidelines in determining school readiness: (1) readiness to be separated from the parent for three hours, (2) ability to express needs and ideas to others, (3) ability to listen to a story and re-tell events, (4) increased sociability. Ability to join in songs and know simple ones, (5) ability to cut with scissors, (6) toilet training. At least

















3 directions, (8) can recognize basic colors and shapes, and (9) can run, skip, hop, and jump. According to Morrison, the NAEYC has adopted the following position statement on school readiness: The National Association for the Education of Young Children (NAEYC) believes that those who are committed to promoting universal school readiness must be committed to: (1) addressing the inequities in early life experience experience so that all children have success to the opportunities opportunities which promote success, (2) recognizing and supporting individual differences among childre children, n, and, (3) establ establish ishing ing reasonab reasonable le and appropri appropriate ate expecta expectatio tions ns of children’s capabilities upon school entry. According According to Cook, families and communities communities play critical roles in helping children get ready for school. Schools can improve the readiness of young children by making connections with local child care providers and preschools and by creating policies that ensure smooth transitions to kindergarten. Children enteri entering ng kinde kinderg rgart arten en vary vary in thei theirr early early expe experie rienc nces es,, skil skills ls,, know knowle ledg dge, e, language, culture, and family background. Schools must be ready to address the

















4 Conceptual Framework

This study is anchored on the concept that the school readiness of the child will likely likely be on their appropriate time of learning and the decisions of their paren parents ts to let let them them go to scho school. ol. (Fish (Fisher, er, Juli Julie e Start Startin ing g From From The The Chil Child. d. Philadelphia: Cromwell Press Limited, Frowbridge. 2002) The children are ready to learn if learning is adapted to the intellectual procl procliv ivititie iess of chil childre dren n where whereas as thei theirr genera generall know knowled ledge ge and and grasp graspin ing g of information as well. Once again, we are drawn to the behaviors of parents and caregivers who appear to make these adaptations instinctively. Parents adapt naturally to their child’s intellectual tendencies, attributing consciousness and intentionality to their child’s actions from the very beginning of his or her life (Stern, 1985). Children’s school readiness may have to do something of learning when their cognitive disposition is to be taught are matched. Parents may make this matc match h inst instin inct ctiv ivel elyy know knowin ing, g, as they they do, do, so much much the the body body of beli belief efs, s, expectations and assumptions that their child brings to a learning situation.

















5

Independent Variable

Pupil’s Profile   

Gender Age Year Level

Dependent Variable

School Readiness Skills 



 

General Knowledge Skills Self- knowledge Skills Physical Skills Social Skills

Figure 1.1 Schema showing Independent variable and Independent variables of the study.

















6 Statement of the Problem

This study proposed to investigate the School Readiness of Preschool pupils. 1. What is is the profile profile of the responden respondents ts in terms of: 1.1 1.1 Gende Gender r 1.2 1.2 Age Age 1.3 Grade Grade Level? Level? 2. What are the characteristics of the respondents in terms of:

2.1 General Knowledg Knowledge e Skills 2.2 Self- knowledg knowledge e Skills 2.3 Physical Physical Skills Skills 2.4 Social Skills? Skills?

Significance of the Study

The result of the study will be useful for the administrators, teachers, pupils and parents. To the Administrators it will minimize the number of drop-outs and

















7 To the Teacher the result of the will be used in guiding the pupil and to

provide assistance so that they will be able to cope with the things they need. To the Parents the result of the study is for the parents not to hurry their

child to go to school. To the Pupils the result of the study is for the children to have a higher

achievement levels through the school years.

Scope and Delimitation of the Study

This study dealt with the school readiness of pupils in terms of age, gender and grade level. This study also dealt with the characteristics of school readiness in terms of general knowledge, physical skills, self-knowledge skills and social skills. The study is delimited only at St. Ignatius Learning Center with 43 respondents specifically 19 Nursery pupils, 9 Kinder 1 pupils, and 15 Kinder 2 pupils in School Year 2010- 2011.

Definition of Terms



















8 School Readiness - this refers to the readiness of the child to enter school and

educationally based environment to process the learning on how to do things independently. this refe refers rs to the the chil child’ d’ss ident identifific icat atio ion n with within in his/ his/he her r General KnowledgeKnowledge- this environment. Physical Skills- refers to the condition of the respondents in terms of movement:

fine and gross motor skills. Self- Knowledge - this refers to the child basic information of his/her self. Social Skills- refers to the condition of the respondents in terms of interacting

with peers, teachers, parents and guardians.



















Chapter 2 REVIEW OF RELATED LITERATURE

For further discussions about the school readiness of children the general characteristics were described as General Knowledge, Self Knowledge Skills, Physical Skills, and Social Skills. The idea that children should be “ready” for early childhood school is relati relativel velyy new. new. The word word ready ready comes comes from from the Anglo-S Anglo-Saxon axon and origin originall allyy pertained to riding, not school. Educators first began to apply the term readiness to children in the late 1920s and early 1930s as a result of studies studies by Dr. Arnold Gesell, founder of the Guidance Nursery at Yale. Gesell believed that each child passes through fixed developmental stages that are not necessarily related to the child’s chronological age. Rather each child progresses through each stage at his



















10 3) readine readiness ss to learn, however however,, may not guarante guarantee e readiness readiness to go to school. The three conjectures of readiness that are stated is that readiness of school has standard of physical, intellectual, and social development that enab enable less the the chil child d to fulf fulfililll scho school ol requ requir irem emen ents ts and and to assi assimi mila late te scho school ol conventions. (Tan, 2002) In discussions of preschool and kindergarten programs, school readiness is a major topic of debate. Raising entrance ages for admittance to kindergarten and first grade is based on the reasoning that many children are not ready, and teachers therefore have difficulty teaching them. The early childhood profession is reexamining “readiness,” its many interpretations, and the various



















11 at the University of Melbourne. “It’s about moving from a friendly environment at preschool or home to one where the child ratio is very different,” she says. “More independence is required, the physical setting is bigger and there are more rules and many many more more childr children en from from differ different ent backgro backgrounds unds.. Also, Also, school school is about about interacting with others and considering their needs, cooperation, controlling your responses and behaving in an appropriate way, not just reading and writing. (Cook, 2002) School readiness of a child can be of parents’ faults if they push their child to go to school if they are responsible enough in doing school activities only to find out if he can manage himself to his social environment. Many parents agonize agonized d over over this this decisi decision, on, often often runnin running g to prescho preschool ol and prep teache teachers, rs,



















12 people stray very far from the definition s of reality. When Mannheim talks about the readiness to see beyond the matters at hand, a preparedness to see the whole situation. The task then is to pull back the ideological tarpaulin of human beings spread across their lives and view the marked reality that lies beneath it. (Webb, 1989) School districts have offered a guide on to children’s intuition on school readiness. Whether possible if there is a program for orienting the children before the the kindergarten year begins. There are many ways of orienting entering kindergarten children and thei theirr paren parents ts to scho school ol.. Some Some scho school olss plan plan a visi visitt where wherein in chil childre dren n visi visitt kindergarten room for an hour or so while their parents talk with the principal,





















13 The situations on school readiness of children’s motivation. Motivation in a sense of combining external and internal margins to get the child gain for school readiness and found out that this school readiness in connection to motivation and its benefits for both the parents and child if he should get home visits before the school begins. According to Tulio (2000), it is apparent that General Knowledge skills





















14 distributed to the parents at this time. Handbooks could also be given to parents at registration or orientation time. (Ramsey, 1980) Children’s school readiness is a success of entering the school into an appropriate age. This debate has association to the district school programs such as the public and private kindergarten schools. In the United States, about 98 percent of children attend kindergarten





















Chapter 3 Research Methodology

This chapter presents the methods and procedure used in the study. It includes discussion of the research setting, research sitting, respondents and sampl samplin ing g proce procedur dure, e, data data gath gatheri ering ng and and instr instrum umen entt proce procedur dure, e, stat statis istitical cal instruments, statistical treatment of data, frequency and percentages and scoring guidelines.





















16 Respondents and Sampling Procedures

Since one of the means of acquiring data needed for the study is through through observation, the researchers made use of purposive sampling in determining the respondents of the study. Purposive sampling consists of individuals who have special qualificat qualifications ions of some sort or are deemed representative representative on the basis of prior evidence (Fraenkel, 2007). The researchers made use of observation and





















The researchers asked permission from the Directress of Saint Ignatius Learning Center to conduct the study. The researchers initially conducted a discussion discussion with the principal principal in charge regarding the procedure of the study and the instrument that was used. The researchers first floated the respondents using the School readiness Observation Log and Face-to-face Interview Guide. When the observation was gathered, the researchers then preceded to the face- to- face interview with the























For problems one, frequency and percentage distribution were used. For probl problem emss two, two, freq frequen uency cy,, perce percent ntage age and mean mean dist distri ribu butition on were were likew likewis ise e employed to describe the general knowledge skills, physical skills and social





















DATA ANALYSIS AND INTERPRATION OF DATA

This chapter presents the findings, findings, analysis and interpretation interpretation of the data





















Table 3 Frequency and Percentage Distribution of the Age of Respondents

Age

Frequency

Percentage





















Table 3 shows the grade level of the respondents. The Nursery has the highest total number followed by Kinder 2 and Kinder 1. According to Morrison (2005), school readiness includes a child’s ability,





















Indicator:

Mean

Description

1. The child is curious and eager to learn 2. The child names familiar objects and their uses

3.46 3.54

Sometimes Sometimes











































































































































































































































































































School Readiness Thesis by Giraldyne D. Semaña

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